Shifting Perspectives of Instructional Design

BY: TORI KREUZ

OLD MODEL

Evaluation determined before grading

Evaluation criteria clearly defined

Evaluation criteria matches objectives

IS THERE SUCH THING AS A GENERIC LEARNER? NO!

Top down, hierarchal model

Traditional thinking includes following an ordered linear process and implementing a solution

This RARELY happens in real life learning.

PROVENThe actual way that

experts problem solve is different

than this.

Research is all over the place.

Back and forth between process and

solution.

Why don’t we recognize how people actually

learn?It’s not so neat and organized...

Bransford Research

Experts do not know everything but they

know where they can find the information

they need.

They know how to learn about a subject and solve a problem.

FLEXIBLE DESIGN MODELDesigning for understanding Open learning

environments

Open Learning Environment

Divergent thinking and multiple perspectives

Not a food friend of standardized tests

Personal inquiry, experiences, hands on and relevant problem solving

Externally imposed- poses difficult problems and how they pursue solutions are at his or her discretion

Does NOT tell them how to solve the problem, but gives them the resources and means

Great Solar System Rescue

• Find and rescue probes lost in the

solar system• Role playing science

experts• Chemistry and other

subjects involved• Teamwork + science

= success

Ocean RescueFour challenging rescue missions that virtually

lead students deep into the ocean

More Open Learning

EnvironmentsExternally induced – prompts generate problems to be solved

Jasper Woodbury problem solving series

Individually generated – personal interests establish unique learning needs and strategies Tools – elicit cognitive activities

Processing tools – seek, collect and organize data; search engines, word processing, graphs

Manipulation tools – test validity of beliefs and theories; simulations and spreadsheets

Communication tools – exchange of ideas among learners; email, discussion groups

SCAFFOLDING

Process through which learners efforts are supported while

engaged in OLE

Conceptual – guides learners in what to consider while the problem task is in process

Metacognitive – guides learner how to think during learning

Procedural – utilize OLE features

Strategic- analyze and approach learning tasks and

problems

Constructivist Learning EnvironmentProblem based learning

Learning defined by ill-defined problemsGoal to foster problem solving and conceptual

developmentStudents learn domain TO tackle difficult problems

METHODS

4. Provide learner with selectable

information

5. Provide conversation and

collaboration tools

6. Provide contextual support

model, coach, scaffold

1. Select appropriate problem for

learning2. Ill-structured

problem – unstated goals,

multiple solutions, and learners make

and defend judgments about the problem

3. Provide related cases or worked

examples

HOW DO YOU LEARN BEST IN

LIFE?!

BYOTBring your own technology

- Students bring their own personal technology to school to use during instructional time in class

Technology for Instruction

Teachers encourage students to take their technology out in class that they would usually try to hide in their desks

Encourages participation and interaction

Better communication with the teacher

Increases responsibility of devices

Points students in the right direction, gives them the tools they need, and they can do so much more with them

Parents were skeptical at first but they have seen positive results

RESOURCEShttp://vimeo.com/51188559

http://dailynightly.nbcnews.com/_news/2012/05/06/11567170-at-one-school-district-the-motto-is-byot-bring-your-own-technology?lite